Anna-Lena Molitor
Biographic Data
| ID | 9708884 |
|---|---|
| NAME | Anna-Lena Molitor |
| GIVEN NAMES | Anna-Lena |
| FAMILY NAME | Molitor |
| SIGNATURE | MOLITOR A |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0002-8832-4493 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How do pre-service teachers integrate knowledge when reflecting on a pedagogical situation? An analysis of concept maps in teacher education
The use of professional knowledge (from different areas; content knowledge, pedagogical knowledge, pedagogical-psychological knowledge)—that is, scientific evidence in the broader sense—can help teachers to act professionally in complex pedagogical situations. An important part of the professional use of evidence is the integration of various components of knowledge. Existing research evaluates knowledge integration dichotomously or refers to mul…
Reflecting on teaching together and alone
Understanding how preservice teachers (PSTs) engage with knowledge of educational sciences through reflective practice is critical to improving teacher education. This study investigates how PSTs construct knowledge when analyzing a complex classroom situation and explores how a reflective task format—individual essay writing or collaborative group discussion—shapes the types and quality of knowledge construction processes involved. Drawing on fr…
Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions
Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven pre-service teachers for primary education who reflect on anecdotal evidence. First, we examine whether and to what extent they identify and address misconceptions. Then, we use the AIR …
Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und Feedback
Die Reflexion über pädagogische Situationen gilt als eine wesentliche Voraussetzung für die Entwicklung von Professionalität und stellt eine Möglichkeit dar, wissenschaftliches Wissen mit praktischem Handeln zu verbinden. Die Entwicklung von Reflexionskompetenz stellt somit eine zentrale Herausforderung für die Lehrkräftebildung dar – gerade in Praxisphasen. Im vorliegenden Beitrag beschäftigen wir uns mit der Frage, inwiefern sich Instruktionen …
No prominent works on this page.
Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und Feedback
Die Reflexion über pädagogische Situationen gilt als eine wesentliche Voraussetzung für die Entwicklung von Professionalität und stellt eine Möglichkeit dar, wissenschaftliches Wissen mit praktischem Handeln zu verbinden. Die Entwicklung von Reflexionskompetenz stellt somit eine zentrale Herausforderung für die Lehrkräftebildung dar – gerade in Praxisphasen. Im vorliegenden Beitrag beschäftigen wir uns mit der Frage, inwiefern sich Instruktionen …
How do pre-service teachers integrate knowledge when reflecting on a pedagogical situation? An analysis of concept maps in teacher education
The use of professional knowledge (from different areas; content knowledge, pedagogical knowledge, pedagogical-psychological knowledge)—that is, scientific evidence in the broader sense—can help teachers to act professionally in complex pedagogical situations. An important part of the professional use of evidence is the integration of various components of knowledge. Existing research evaluates knowledge integration dichotomously or refers to mul…
Reflecting on teaching together and alone
Understanding how preservice teachers (PSTs) engage with knowledge of educational sciences through reflective practice is critical to improving teacher education. This study investigates how PSTs construct knowledge when analyzing a complex classroom situation and explores how a reflective task format—individual essay writing or collaborative group discussion—shapes the types and quality of knowledge construction processes involved. Drawing on fr…
Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions
Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven pre-service teachers for primary education who reflect on anecdotal evidence. First, we examine whether and to what extent they identify and address misconceptions. Then, we use the AIR …
Educational Strategies and Epistemologies (3 works) · Science Education and Pedagogy (2 works) · Teacher education (2 works) · Advanced Text Analysis Techniques (1 works) · Concept map (1 works) · Education and Critical Thinking Development (1 works) · Educational Assessment and Improvement (1 works) · Educator Training and Historical Pedagogy (1 works) · Exploratory research (1 works) · Graph (1 works)